Central Connecticut State University Department of Teacher Education When I teach I learn twice. First, when I plan what I am going to teach and second, when I teach I learn from the children. (Caroline Pratt, 1948) Names: Ashley J. Tetreault Date: 5/2/14 Grade: K School: Edna C. Stevens Classroom Teacher: Ms. Carta Title: Guided Reading: Where is Frog by Jenny Feely Planning Your Lesson. Reflective Summary for Classroom Teacher and Observer: 1.This guided reading lesson will be done with two students who are on a level C in their reading. 2. Before reading, students will be presented sight words that they are unfamiliar with on flash cards. Teacher will then scaffold the reading lesson to cater to each reader’s individual needs. 3.This lesson will be differentiated based on the individual reader’s needs. 4.Guided reading is something these students have done for quite some time in Kindergarten. They will draw on their prior knowledge of strategies they use to decode unfamiliar words. 5. Guided reading in Ms. Carta’s class happens during their daily 5 rotation. Students will sit with teacher during the reading, while the rest of the class participates in their designated centers. Lesson Outline Content Standards: RF.K.3.C: Know and apply grade-level phonics and word analysis skills in decoding words. More specifically, read high-frequency words by sight. RF.K.4: Read emergent-reader texts with purpose and understanding.
Transcript
Central Connecticut State UniversityDepartment of Teacher Education
When I teach I learn twice. First, when I plan what I am going to teach and second, when I teach I learn from the children. (Caroline Pratt, 1948)
Names: Ashley J. Tetreault Date: 5/2/14 Grade: KSchool: Edna C. StevensClassroom Teacher: Ms. CartaTitle: Guided Reading: Where is Frog by Jenny Feely
Planning Your Lesson.
Reflective Summary for Classroom Teacher and Observer: 1.This guided reading lesson will be done with two students who are on a level C in their reading. 2. Before reading, students will be presented sight words that they are unfamiliar with on flash cards. Teacher will then scaffold the reading lesson to cater to each reader’s individual needs. 3.This lesson will be differentiated based on the individual reader’s needs. 4.Guided reading is something these students have done for quite some time in Kindergarten. They will draw on their prior knowledge of strategies they use to decode unfamiliar words.5. Guided reading in Ms. Carta’s class happens during their daily 5 rotation. Students will sit with teacher during the reading, while the rest of the class participates in their designated centers.
Lesson OutlineContent Standards:
RF.K.3.C: Know and apply grade-level phonics and word analysis skills in decoding words. More specifically, read high-frequency words by sight.
RF.K.4: Read emergent-reader texts with purpose and understanding.Differentiation Accommodations/
ModificationsStudent Learning Objective(s): Students will be able to read their emergent-reader texts during guided reading more fluently by practicing five new sight words (saw, come, went, here, said) before, during, and after the reading.
Assessment: Students will be assessed through observation of their reading behaviors and strategies. For example, did student struggle with the newly introduced sight words? Was student able to read with fluency? What strategies were used during their
decoding of unfamiliar words?
Materials and Resources: Flash cards with new sight words written.
These words include: where, said, here, went, come, and saw.
Flying Start to Literacy: Level C (4) reader, Where is Frog, by Jenny Feely
Pen and paper for teacher observation notesInitiation: Before starting to read, students will be introduced to several sight words they are unfamiliar with. These words include said, where, here, went, come, and saw. The words will be written on note cards. Students will be asked if they know any of the words before teacher tells them what they are. The flash cards will then be laid out on the table in plain sight for both students. They will then do a scavenger hunt type of activity where they look for the new sight words in their reader. The teacher will ask them to take turns picking one of the six cards, so they each have three. They will then be instructed to search for their sight words in their reader and read the sentence that they found the word in out loud.
Lesson Development: After initiation, the scavenger hunt, students
will be asked to do a picture walk through the book and to make predictions based on the pictures. Students may say this story is about friends: a frog, snake, and a bird. They may also say that the friends are playing hide and seek. Another prediction is that the friends cannot find the frog because he is hidden in the green plants (he blends in).
The teacher will then remind students of how guided reading works and what is expected of them. For example, they will be instructed to read simultaneously in a soft voice to themselves. They will also be told that when the teacher taps them on their shoulder, they will then read a little louder so the teacher can hear them. “When I tap your shoulder, you will speak up and read to me.” As always, students will be encouraged to do their best reading and to use their prior knowledge of reading
Each child reads with their own style and use of strategies. The way the teacher helps them if they come to an unfamiliar word should reflect the strategies the reader is comfortab
strategies if they come to a word they are unfamiliar with.
As students are reading, teacher will pay close attention to the strategies they use when decoding unfamiliar words. Notes will be taken on these strategies. If a student struggles with decoding a word or decodes a word incorrectly, the teacher will chime in to help. Teacher will provide the student with strategies to help them decode the challenging word and then have them reread the sentence with the correction. Notes will be if this happens as well so that teacher knows what the student’s needs are and what to work on.
After students have finished reading, the new sight words will be reviewed once more. At this point, teacher should expect students to read the majority, if not all, of the high-frequency words by sight.
le with already.
Closure: Teacher will compliment and point out
students’ effective reading strategies. Teacher will ask students if reviewing the new
sight words before reading the text was helpful to them when it was time to read.
Each student will be given their own flash cards that have the new sight words on them. They will be theirs to keep and use for practice.
Students will be instructed to use at least two of the new sight words in their Daily 5 writing.
Students will be reminded that they will revisit this story the next time they do guided reading.
Teacher may be asked questions about how to include the words in a sentence. In that case, teacher will provide the student with a model sentence.
After the Lesson and Assessment is Completed Critique Your Lesson and Reflect on the effectiveness of your teaching.
Student Achievement: Both students did an amazing job with this lesson. In the beginning, neither students knew all of the words. One child knew a few more than the other, but nobody knew them all by sight. After the initian scavenger hunt, both students were able to read them by sight, something that really amazed me. All it took was for them to practice them using flash cards and then to find the words in context, and they had them! During the reading, each child had their own minor struggles. One student read quite fluently, but when he came to a word he did not know, he simply kept going. I had to stop him a few times and ask him to reread and ask himself if it makes sense. The second time he read the sentence, he always got it right. The other child would stop at unfamiliar words and try her best to sound the words out. Her strategy slowed her down some, but her accuracy rate was higher than the child who just skipped over unknown words. After reading, and during the review of the new sight words, both students got the words automatically, by sight. It was amazing to see how quickly they had mastered them. Finally, they each wrote beautiful sentences. Each child wrote one sentence. The little boy’s sentence contained two of the words, while the other student went beyond expectations and used three. I was so proud of them.
Teacher Efficacy: This lesson went way better than I would have ever expected. The scaffolded learning process worked so well when it came to teaching the students the new words. By reviewing together, then having the students find them during their “scavenger hunt” and in context, actually read them during their reading, and finally review them once more after the reading, they mastered them. I was confident they had mastered them because they knew them all during the final review and even used them correctly in their sentences. The only thing that I seemed to struggle with, which Miss Carta told me took practice, was managing the guided reading while other students were trying to approach me with questions. I can see why this is a struggle and takes time to figure out. Luckily Miss Carta noticed my struggle, and kept sending the kids away any time she saw them heading my way. I must work on this before I have my own classroom with out help like that.
To follow up the lesson, beyond the writing during closure, I asked Miss Carta to have the students read the story to her during their next guided reading lesson. This will improve fluency. I also let them take their note cards home with the new sight words to practice, something Miss Carta already does. A different approach that could work, may be to give the students the words a week in advance to take home and practice. That way when they come into the guided reading lesson, they should have already mastered them and reading should automatically become more fluent.
ATTACHMENTS:
Grading Rubric:
3 – Target: Addresses and meets ALL expectations/standards
2 –Satisfactory: Addresses and meets most expectations/standards 1 – Emerging: Addresses and meets few expectations/standards 0 – Not suitable: Does not address or meet standards
